1. Reading and Analyzing BIOGRAPHIES as one way to approach nonfiction texts:
For ELA teachers, an easy way to examine texts in conversation with each other is to incorporate biographies into the curriculum. For example, when reading To Kill a Mockingbird, perhaps incorporate a biography on Harper Lee.
Additionally, by providing another medium (i.e. a video) on the person of interest, students can analyze the text in comparison to the video.
2. Examining the historical background and context of a novel, play, or poem as an approach to the study of nonfiction:
At a cursory level, you can incorporate the study of the historical context of a novel. When reading Roll of Thunder, Hear My Cry, it would make sense to examine The Great Depression
However, let's consider digging deeper and providing students with opportunities to further understand the depths and complexities of a novel by reading informational texts (first person accounts, memoirs, news articles, magazine articles, Internet articles, etc) that are related to the historical context of the literature being studies
3. Using textual evidence to support inferences within a nonfiction text:
Students must be able to read a nonfiction text and identify and cite direct and indirect statements to demonstrate an understanding of the information found within the text.
We must address the concept of inference as early as in the upper elementary grades
Students must understand that all informational texts are NOT truthful and factual - some contain fallacies, biases, and inaccuracies
4. Determining a central idea and providing an objective summary
Students should demonstrate the ability to articulate the central or main idea of a text - including the purpose, expected outcome or reason for a nonfiction text, providing specifics from the text to support its purpose
Students should be able to write a summary of the text that is free of bias and personal opinion
Graphic organizers to assist with determining a central idea and providing an objective summary
This Column will be for all general information to use in classes
2. Vocabulary chain: Each student has a word on his front and a definition on his back.
They DO NOT match. The word on the front will match a definition on another students
back. YOU as the teacher must make sure the word and definition given to each student
allows the formation of a chain. There is only one correct sequence.
3. Snowball: each student writes a statement of what he/she knows and/or a question
about the unit of study. A student then balls up the paper and throws it. The teacher reads the statements and discusses.
4. Choose your path: One multiple choice question per paper hung on the wall. any number of questions can be used. Hang the papers in numerical order in the room. Students choose an answer. The answer chosen sends the students to another question. There is one set sequential pattern. If the kids repeat a question before hitting all of them they made a mistake and need to go back and re-choose.
5. Worksheet Matching: have answers cutout and the kids take the answers and try
to match it on the worksheet. There can be different worksheets in stations around the room. Have an answer key ready for the kids to check his own work.
6. Qwizdom student response system. Students each have a "clicker". The teacher creates the questions. This can be used as a review with all questions or mixed in with notes. email Steph Phillips if you would like this installed on your computer.
7. Stations: Use quizlet (or any other website or worksheet) to produce flashcards, and worksheets. create 8-10 stations in your room: examples a. matching worksheet, b. read a paragraph and write a main idea c. physically match word and definition on flashcards d. game on smart board (games on quizlet.com)
8. Finish the paragraph: hang a topic sentence on the wall and kids each continue the story. Include as many or few rules as you would like. Target vocabulary or sentence structure. Require the usage of a comma or colon. WHATEVER
A few Best practices:
1. Use anticipation guides
2. Use Concept maps
3. Model metacognitive strategies around reading, note taking
and during activities.
4. Practice reading fluency
5. Use Bell-ringers and exit tickets to assess comprehension
6. Review Text format
SCROLL DOWN...SO MUCH TO SEE. CHECK BACK OFTEN.
How to incorporate more non-fiction...
1. Reading and Analyzing BIOGRAPHIES as one way to approach nonfiction texts:
2. Examining the historical background and context of a novel, play, or poem as an approach to the study of nonfiction:
3. Using textual evidence to support inferences within a nonfiction text:
4. Determining a central idea and providing an objective summary
This Column will be for all general information to use in classes
STUDY ISLAND WORKSHEETS to go with the lessons
Vocabulary Development
Engaging Activities from PD session:
1. Human Knot: have kids in small groups connect their hands to be a human knot
as each group answers a question correctly they get one move toward unknotting.
http://www.wilderdom.com/games/descriptions/HumanKnot.html
2. Vocabulary chain: Each student has a word on his front and a definition on his back.
They DO NOT match. The word on the front will match a definition on another students
back. YOU as the teacher must make sure the word and definition given to each student
allows the formation of a chain. There is only one correct sequence.
3. Snowball: each student writes a statement of what he/she knows and/or a question
about the unit of study. A student then balls up the paper and throws it. The teacher reads the statements and discusses.
4. Choose your path: One multiple choice question per paper hung on the wall. any number of questions can be used. Hang the papers in numerical order in the room. Students choose an answer. The answer chosen sends the students to another question. There is one set sequential pattern. If the kids repeat a question before hitting all of them they made a mistake and need to go back and re-choose.
5. Worksheet Matching: have answers cutout and the kids take the answers and try
to match it on the worksheet. There can be different worksheets in stations around the room. Have an answer key ready for the kids to check his own work.
6. Qwizdom student response system. Students each have a "clicker". The teacher creates the questions. This can be used as a review with all questions or mixed in with notes. email Steph Phillips if you would like this installed on your computer.
7. Stations: Use quizlet (or any other website or worksheet) to produce flashcards, and worksheets. create 8-10 stations in your room: examples a. matching worksheet, b. read a paragraph and write a main idea c. physically match word and definition on flashcards d. game on smart board (games on quizlet.com)
8. Finish the paragraph: hang a topic sentence on the wall and kids each continue the story. Include as many or few rules as you would like. Target vocabulary or sentence structure. Require the usage of a comma or colon. WHATEVER
Reading for meaning
A few Best practices:
1. Use anticipation guides
2. Use Concept maps
3. Model metacognitive strategies around reading, note taking
and during activities.
4. Practice reading fluency
5. Use Bell-ringers and exit tickets to assess comprehension
6. Review Text format
Sample regents
Flash cards/activities for writing purpose
Analyzing and Interpreting Literature